Teacher Evaluation

Rotem, Arie; Garrick, Christine

doi:10.5694/j.1326-5377.1977.tb99202.x

Medical Journal of Australia

1977

DOI: 10.5694/j.1326-5377.1977.tb99202.x

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Teacher Evaluation

Arie Rotem

Christine Garrick

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1979

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Cited by 7 publications

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“…But this attribute may also be the source of their limitation in providing diagnostic feedback to teachers (not unlike the limitations of grades given to students, which tell only whether one has done well or not). Some students' ratings may not be sufficient to reveal what particular aspects of teaching should be modified and by what means (Rotem & Garrick, 1977;Smock & Crooks, Note 2;Wharton, Note 8). Whether another type of feedback, such as open-ended responses, would produce more impact on teachers' performance than standardized ratings has not been tested.…”

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confidence: 99%

On the Effectiveness of Students’ Evaluative Feedback to University Instructors

Rotem

Glasman

1979

Review of Educational Research

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This review deals with the use of student ratings as feedback to teachers. Evidence suggests that differences in the source and nature of the feedback and in the attributes of feedback recipients partly explain the differential effect which feedback has on teachers. Issues associated with the research design of feedback studies are also surveyed. The review suggests the existence of a minimal effect at best of feedback on instructional improvement at the university level. Suggestions are offered for improving the nature of the feedback.

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confidence: 99%

On the Effectiveness of Students’ Evaluative Feedback to University Instructors

Rotem

Glasman

1979

Review of Educational Research

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Correlates of Effective Teaching as Measured by Student Ratings

Mishra

1980

The Journal of Experimental Education

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A cost‐benefit analysis of videotape teaching in paediatrics.

Pearn

Nixon

1980

J Paediatrics Child Health

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A cost-benefit analysis of medical videotape teaching is reported. Two colour videotapes, used in teaching a segment of tropical paediatrics, have been prepared for this study, using a minimum budget, but with accurate costing. Anonymous appraisal forms have been used to quantify perceived benefit. Current minimum costs for a completed standard half-hour teaching tape are $48 per minute, or $31 per minute if the medical producer's time is not costed. Perceived worth by consumers (audience of medical subjects either undergraduate or postgraduate) does not exceed a median of $2 per subject per teaching tape. (The basic cost reference unit, a loaf of bread, cost 50 cents at the time of this study). These current estimates indicate that a medical videotape has to be shown to over 2,000 students to justify expense; if programmes become obsolete within three years, then a tape must be shown to at least 800 students a year, to justify expenses. Indiscriminate use of videotapes should be tempered by anonymous consumer appraisal studies, especially where producers are teaching captive audiences.

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Teacher Evaluation

Cited by 7 publications

References 2 publications

On the Effectiveness of Students’ Evaluative Feedback to University Instructors

On the Effectiveness of Students’ Evaluative Feedback to University Instructors

Correlates of Effective Teaching as Measured by Student Ratings

A cost‐benefit analysis of videotape teaching in paediatrics.

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